1. Project Based Learning Development Toby Boss ESU 6

5. dangerouslyirrelevant.org www.flickr.com/photos/uncultured/2499688353/in/photostream Technology will never replace teachers. However, teachers who know how to use technology effectively to help their students connect and collaborate together online will replace those who do not. Sheryl Nussbaum-Beach

6. In an era of ubiquitous interconnection, global awareness does not mean simply learning about other cultures’ foods and holidays. dangerouslyirrelevant.o rg www.flickr.com/photos/leokan/3763908747

7. What are we going to ask on our tests, when our students are walking in with Google in their pocket? Are they going to be better questions than we ask today? David Warlick www.flickr.com/photos/katiew/2300035809 dangerouslyirrelevant.org

8. Goal Develop a plan for a project based on an important learning goal.

9. Wikipedia: Comprehensive Project-based Learning: is organized around an open-ended driving question or challenge. creates a need to know essential content and skills. requires inquiry to learn and/or create something new. requires critical thinking, problem solving, collaboration, and various forms of communication, often known as "21st Century Skills.” allows some degree of student voice and choice. incorporates feedback and revision. results in a publicly presented product or performance.

10. Steps Step 1: Determine Learning Goal Step 2: Determine student thinking Step 3: Determine an end product Step 4: Determine reflection Step 5: Determine benchmark review Step 6: Celebrate

11. Step One Determine an important learning goal. The most common method is to align the goal to a unit you will teach.

12. Learning Goals and Feedback Rules and Procedures INVOLVES ROUTINES The Art and Science of Teaching

13. Design Question One: What will I do to establish and communicate learning goals, track student progress and celebrate success?

14. “You’ve got to think about ‘big things’ while you’re doing small things, so that all the small things go in the right direction.” Alvin Toffler

15. Nice to Know Supplemental Essential Adapted from McTighe & Wiggins

16. Transfer Apply learning to new situations not only in school, but also beyond it. The point of school is to learn in school how to make sense of learnings in order to lead better lives out of school. Learn now to apply lessons to later challenges.

17. Enduring Understandings An important inference, drawn from the experience of experts, stated as a specific and useful generalization. Refers to transferable, big ideas having enduring understanding beyond a specific topic. Involves abstract counterintuitive and easily misunderstood ideas.

18. Enduring Understandings Is best acquired by “uncovering” (i.e., it must be developed inductively, co- constructed by learners) and “doing” the subject (i.e., using the ideas in realistic settings and with real-world problems). Summarizes important strategic principles in skill areas.

19. Knowledge vs Understanding The facts A body of coherent facts Verifiable claims Right or wrong I know something to be true I respond on cue with what I know The meaning of the facts The “theory” that provides coherence Fallible, in-process theories A matter of degree I understand why it is true I judge when to use what I know

20. What are the criteria for essential? Endurance (Will this provide knowledge and skills that will be of value beyond a single test date?) Leverage (Will this provide knowledge and skills that will be of value in multiple disciplines?) –Inquiry, critical thinking, inferences, problem solving Readiness for next level of learning (Will this provide students will the “tools” they need for success at the next level or grade.) Reeves, D. Cited in Ainsworth, L. (2003). “Unwrapping” the Standards. Englewood, CO. Advanced Learning Press.

21. Template Complete step one on the template. Be ready to share your thinking.

22. Step two (Driving Question) Determine how students will engage in thinking about this learning goal throughout the unit. Specifically how will you help them think about the big picture as instruction proceeds?

23. Essential Questions Consider an overarching essential question that will help guide their thinking. A connection to real world applications will help make the learning relevant.

24. Essential Questions Provocative and arguable question designed to guide inquiry into the big ideas. By actively exploring the essential questions, students develop and deepen their understanding.

25. What does “Essential” Mean? Important questions that recur throughout life – “what is justice?” Core ideas and inquiries within a discipline. “what causes conflict?” Helps students make sense of complicated ideas. “how do the most effective leaders gain consensus”? Engages the students through relevance and meaning.

26. Social Studies Example Civic Ideas –How do people exercise their rights as citizens? –How do people exercise their responsibilities as citizens? – Why do people become actively involved in civic practices? –What are examples of civic action that shaped or changed society?

27. Template Complete step two on the template. Be ready to share your thinking.

28. Step Three Determine an end product that the students will design based on the essential question. This product is something they can begin working on at the very beginning of the unit, with more information uncovered as instruction proceeds. Provide the product at the beginning of the unit.

29. Reflection Make sure students have the opportunity to reflect and revise their thinking throughout the unit. How does what you learned today help you….”

30. Technology Web 2.0 tools are an excellent way to help students build a product. Consider allowing students to choose their own tool – the key is the learning, not the tool.

31. Comp Style – Nutrition Unit You have been asked by a local daycare to provide a nutrition plan for children ages 2-5. Specifically they want to know what should be provided for breakfast, morning snack, lunch, and afternoon snack. Your task is to put together a weekly meal plan that provides both balance and variety.

32. Template Complete step three on the template. Be ready to share your thinking.

33. Step Four Determine how students will reflect on their learning throughout the unit. This can be done through class blogs, google docs, and daily journaling. The method should be aligned to step two: how will students engage in thinking about the learning goal?

34. Template Complete step four on the template. Be ready to share your thinking.

35. Step Five Determine benchmark reviews throughout the unit. This can be done by the teacher, but also consider peer reviews or by other teacher experts you may have developed through a PLN.

36. Template Complete step five on the template. Be ready to share your thinking.

37. Step Six Celebrate. Let students make public their products and reflect on their learning. The key is not a polished finished product - the key is to have them experience real life learning and reflect on what they might change if they were to repeat the task..

38. Grading Grading of the final product is optional. It is more important that the students learn by trial and error than to put the product to a grade.

39. Template Complete step six on the template. Be ready to share your thinking.

40. Resources Wikipedia http://en.wikipedia.org/wiki/Project- based_learning#Elementshttp://en.wikipedia.org/wiki/Project- based_learning#Elements Buck Institute http://bie.org/